Suchergebnisse

The overview of local undergraduate universities in China -- The current system of local undergraduate universities in China -- The emergence of application and skill-based local graduate universities in China -- The vocational education policy development in China -- The local technical-based education policy development in China -- The educational policy of professional groups in China's local vocational colleges -- The educational development of professional groups in vocational colleges.

In 2015, the Oregon Legislature enacted House Bill 2016, which directed the Oregon Department of Education (ODE) to develop and implement a statewide education plan for African American/Black students who are in early childhood through postsecondary education programs. The bill directed the ODE to convene an advisory group comprised of members of the African American/Black community and other stakeholders from across the state to provide guidance to the Department regarding the plan. This report examines the education plan for African American/Black students and all indicators of student success. ; Oregon Department of Education

AbstractHow do interest groups shape the diffusion of policies they oppose across the states? This study explores this question using the case of teachers' unions and education reform policies. Using a novel dataset on charter, voucher, and performance pay policies spanning 1992–2013, I find evidence that strength of the teachers' unions decreases the likelihood of performance pay and that additional strength is less impactful with more Democratic control of the legislature. Teachers' unions are weakly related to a lack of charter laws and do not impact voucher laws. The latter two policies are more strongly associated with policymaker learning and education reform advocacy groups, respectively. These findings suggest that vested interests most strongly impact the policies that most fundamentally threaten their organizational strength and that this effect is conditioned on the party in power; increases in interest group strength are not necessary when policymakers are already sympathetic.

Title from cover. ; Memorandum to: Senate President, Senate Leader, Speaker of the House and House Leader. ; Pursuant to the requirement of the Private Business and Vocational Schools Act 105 ILCS 425/14.2. ; Mode of access: Internet.

The General Assembly directs the State Superintendent of Education and others to review Title 59 of the South Carolina Code of Laws and report to the General Assembly all statutes that are obsolete or no longer applicable. This is the summary review of each chapter of Title 59, as well as an excerpt from the Agency Accountability Report outlining the cost of compliance with federal laws and regulations.

When and how does state indoctrination work? Building upon research on motivated reasoning and family socialization, I argue that only those individuals whose parents have connections to political patronage are subject to state indoctrination because their pro-regime biases transmitted from parents induce higher receptivity prior to government messages. Focusing on political education in China, I conduct a quasi-experimental analysis exploiting the sharp variation in textbook content generated by China's most recent curriculum reform. Results based on a national survey show that the new politics textbooks successfully affected only those individuals whose parents had worked for the government. The finding survives extensive robustness checks and falsification tests. I also consider several alternative explanations of the effects: preference falsification, selective attention, parental indoctrination, and educational quality. This paper not only highlights the role of intergenerational transmission in moderating the effectiveness of state indoctrination but also casts doubt on the actual degree to which regimes can change minds by changing educational content.

Framing convergence / Christopher P. Loss and Patrick J. McGuinn -- Governance as a source of sector convergence in a changing sociopolitical landscape / Kevin J. Dougherty and Jeffrey R. Henig -- From helping the poor to helping the middle class: the convergence of federal K-12 and higher education funding policy since 1965 / Adam R. Nelson and Nicholas M. Strohl -- Individuality or community?: bringing assessment and accountability to K-16 education / Arnold F. Shober -- Teacher policy under the ESEA and the HEA: a convergent trajectory with an unclear future / Dan Goldhaber and Nate Brown -- Institutional assessment and accountability / Luciana Dar -- College for all and the convergence of high school and community college / James Rosenbaum, Caitlin Ahearn, Chenny Ng, and Jiffy Lansing -- College access and opportunity / Donnell Butler -- Preparing students for college: common core and the promises and challenges of convergence / Josipa Roksa -- Technology and education in the United States: policy, infrastructure, and sociomaterial practice / June Ahn and Bradley Quarles -- Going global: how US K-16 education is shaped by "the rest of the world" / Cynthia Miller-Idriss -- The future of convergence / Patrick J. McGuinn and Christopher P. Loss.